Are children under five with disabilities' educational rights acknowledged and supported in Chile?

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dc.contributor.authorLópez, Mauricio
dc.contributor.authorMira, Andrea
dc.contributor.authorMauricia, Daniela
dc.contributor.authorAcevedo, Paulina
dc.contributor.authorLopez, Ruth
dc.contributor.authorMolina, Pamela
dc.contributor.authorGutiérrez, Lina
dc.contributor.authorde Billerbeck, Eloisa
dc.contributor.authorBreinbauer, Cecilia
dc.date.accessioned2024-10-21T15:55:44Z
dc.date.available2024-10-21T15:55:44Z
dc.date.issued2024-03
dc.descriptionIndexación: Scopus
dc.description.abstractIn Chile last May 2023, the Ministry of Education in the webinar “Role of the Autism Spectrum Disorder (ASD) Law1 in the current regulatory framework” released revealing data indicating that in 2015, 3,731 autistic students were registered in the School Integration Program (Programa de Integración Escolar—PIE), a number that in 2023 reached 43,428 autistic students, an increase of more than 1,000% in 8 years (1). PIE is an inclusive strategy of the educational system, which has the purpose of contributing to the continuous improvement of the quality of education, favoring learning in the classroom and the participation of each and every one of the students, especially those with Special Educational Needs (SEN) (2). But not all schools have PIE. The coordinator for attention to the diversity of the Ministry of Education, in this same webinar, said that there is no data on the participation of autistic students in educational establishments that do not have PIE or in nursery education, so these statistics may even be more substantial and do not consider under-five children with disabilities. It is crucial to optimize school readiness for inclusive and equitable quality education for the most vulnerable children (3). Children with disabilities usually experience social and educational exclusion with an essential impact on their mental health and wellbeing (3). For this reason, it is relevant to have efficient early development screening and follow-up systems, adequate records, and the design of support systems that respond to children's needs and their families. In this way, the initiatives for enhancing early child development should prioritize children with developmental disabilities, nevertheless, this requires a multi-sectoral coordination that favors adequate indicators, monitoring, and evaluation of policies and services delivered. States around the world generate a large amount of data on the management and governance of the country. Historically, much of this data in Chile was only accessible through statistical reports that were not easily accessible to the public. In 2009, Chile enacted a law related to facilitating access to public information (4), and created an autonomous institution and guarantor of this regulation, the Council for Transparency (CPLT—Consejo para la Transparencia). Since then, any person in Chile has the right to request information from state administration departments, who, in turn, have the duty to respond to this requirement (5). The information that can be requested is the one related to the acts and resolutions of the State administration bodies, their foundations, the documents that serve as support, and the procedures used for their issuance. All information that is prepared with a public budget, whatever the format or medium in which it is contained, except for the exceptions contemplated in the Transparency Law. However, the technical feasibility and interconnection of the different institutions in charge of delivering the information are still lacking. Most of the information exists, but it is up to individuals and institutions how and what information they share with the general public.
dc.identifier.citationFrontiers in Public Health Volume 12 2024 Article number 1304152
dc.identifier.doi10.3389/fpubh.2024.1304152
dc.identifier.issn2296-2565
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/61381
dc.language.isoen
dc.publisherFrontiers Media SA
dc.rights.licenseAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectchildren with disabilities
dc.subjectdevelopmental disabilities
dc.subjectearly childhood development
dc.subjectearly intervention
dc.subjectinclusive education
dc.titleAre children under five with disabilities' educational rights acknowledged and supported in Chile?
dc.typeArtículo
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